Transcript MYP Humanities psychology week 2

MYP Humanities
Unit 1: Psychology
Week 2
9/8-9/11
Tuesday, September 8, 2009
• Library Orientation
• No Class.
• Get library orientation materials from Ms.
Johnson.
Wednesday, September 9, 2009
Objectives: Students will identify and explain the major
developmental schools of psychological theory by
comparing and contrasting their perspectives.
Opener: Complete library quiz from yesterday’s packet.
Activities:
1) Complete opener. Review. Turn in.
2) Class Activity: Optical illusions.
3) Notes and Discussion: History of Psychology
Homework: Read “Contemporary Perspectives” and take
notes. Answer questions at the end.
What does it say?
Do you see the man’s face?
History of Psychology
The foundations
Structuralism
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William Wundt (“Vundt”)
European school of thought
First psychological laboratory
Introspection – look within
Process:
– Use senses to describe something
– Recall emotional experiences
related to something
– Break down consciousness to its
smallest parts
Structuralism
• Problems:
– Research was done by selfreporting
– Act of recalling something
automatically changes the
experience
– Everyone had unique
experiences, hard to make
generalizations
– Highly subjective
Structuralism
• Describe IN DETAIL the
candy and then eating the
candy with all 5 senses.
(touch, sound, look, color,
act of chewing, taste)
• Describe how eating the
candy made you feel, what
it made you think about.
Thursday, September 10, 2009
Objectives: Students will analyze major schools of psychological
thought by comparing and contrasting their methods of analyzing
human behavior.
Opener: What is structuralism? What are the problems with it?
Activities:
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Have homework ready to be stamped.
2)
Complete Opener. Review.
3)
Copy Homework.
4)
Class Activity: Optical Illusions
5)
Notes and Discussion: Functionalism, Behaviorism,
Psychoanalysis
Homework: Write words and definitions into your glossaries (LOOK UP
the definitions in your notes – words are on the next slide).
Glossary Terms
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IB Learner Profile (know the
characteristics)
Intelligence
Multiple Intelligences
IQ
Alfred Binet
Howard Gardner
Lewis Terman
William Stern
Aptitude
Achievement
Behaviorism
Psychoanalysis
Introspection
John Watson
BF Skinner
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Bodily-kinesthetic
Verbal-linguistic
Logical-mathematical
Interpersonal
Intrapersonal
Musical
Visual-spatial
Naturalistic
Learning disability
William Wundt
James Wilson
Sigmund Freud
Structuralism
Functionalism
Functionalism
• William James
• Opposed to structuralism
• Believed you could not break down
consciousness to analyze from
within
• Sought to understand how
behavior/consciousness worked
together to help people adapt and
survive in their environments.
• Helped establish more scientific
research methods (observation,
survey)
• American school (pragmatism)
Functionalism
• Did you like the candy?
Why or why not?
• What foods do you
dislike and why?
• Is there a food you’ve
ever had that made you
sick? Did you ever eat it
again?
• What might that reaction
help you stay alive?
Friday, September 11, 2009
Objectives: Students will analyze the history of psychology
by comparing and contrasting different perspectives.
Opener: What is functionalism? How is it different from
structuralism?
Activities:
1) Complete opener. Review opener.
2) Copy Homework.
3) Class Activity: Optical Illusions
4) Notes/Discussion: Psychoanalysis, Behaviorism
Homework: Finish entering words in glossary. Study.
Complete questions on review sheet. Test on Tuesday.
Psychoanalysis
• Based in structuralism
• Focused on the
conscious mind and the
interaction between the
conscious and the
unconscious
• Ego (social expectations),
Superego (own decision
making), Id (unconscious)
Psychoanalyis
• Where you ever told to
not eat a piece of candy
before dinner? (social
expectations)
• Did you take the candy
anyway in order to gratify
yourself (the id– not
because you needed it)?
• How did that make you
feel?
Behaviorism
• John Watson,
B.F.Skinner, Ivan
Pavlov
• Behavior is the result
of a response to
stimuli (positive or
negative
reinforcement)
Behaviorism
• If I give you a piece of candy
every time you raise your
hand, will you be more
motivated to raise your hand?
What if I give you a piece of
candy not every time, but
randomly?
• You want more candy
(because of the positive
reinforcement) or you never
want to have that candy again
(because of the negative
reinforcement).
Pavlov – Classical conditioning
• Classical Conditioning
– Unconditional stimulus
– Unconditional response
– Conditioned stimulus
– Conditioned response
Skinner –Operant Conditioning
• Operant Conditioning: response to
rewards and punishments
• Only look at observable causes for
behavior